Annex I

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ABIDING HEART EDUCATION POLICIES AND PROCEDURES

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Admissions and Recruitment Policy 

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Introduction 

Abiding Heart Education’s Registration/Admissions and Recruitment policy is underpinned by the commitment to a fair admissions system, whereby applicants are considered solely on the basis of their merits, abilities and potential, and are not discriminated  against as a result of gender, colour, ethnic or national origin, age, social background, religious or political beliefs, sexual orientation or family circumstances. 

Abiding Heart Education commits itself to operate its admissions system in a way that is transparent and justifiable with procedures that are fair, clear, explicit and consistently applied for all students on all programmes. 

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Disability Policy 

Abiding Heart Education strives to make its programmes as inclusive as possible for all potential learners. We wish to support disabled individuals to reach their full potential and to have equal opportunity for professional career development.

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Roles and Responsibilities 

Overall responsibility for the Abiding Heart Education registration/admissions and recruitment activity and implementation of the policy lies with Abiding Heart Education. The Admissions Coordinator is designated as having overall responsibility for student admission activities.

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Promotion, Recruitment and Selection 

All marketing material will be accurate, kept up to date and be available at the correct point in the recruitment cycle.  The purpose of this material is to assist enquirers and applicants in their decision-making process.  All applicants will be given the opportunity to: 

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● Visit the centre where they will be taught(if the course is not online)

● Be informed about pastoral and academic support services 

● Know the cost of their chosen programme and sources of financial support (if any) 

Selection policies and procedures will be clear to enquirers/applicants and followed fairly, courteously, consistently and expeditiously. Any student who will be left unsupervised with children and/or vulnerable adults on a regular and  sustained basis, as part of their programme of study, will be required to have a Disclosure and Barring Service check  (DBS check). AHE is committed to complying with the DBS Code of Practice.  

Information for Applicants 

Applicants will be expected to know the obligations placed on them if they accept an offer of a place at Abiding Heart Education .  

Abiding Heart Education reserves the right to remove an offer of a place if: 

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● information provided by an applicant proves to be false; 

● an applicant is shown to have been involved in activity that is not compatible with being a student on the  programme for which the applicant has applied. 

● There are significant changes to advertised programmes (between an offer being made and registration).  These must be conveyed to applicants as a matter of priority.

Complaints and Appeals 

Applicants will have the right to complain about the way their application has been processed. There will be a process that allows applicants to appeal against the decisions taken by Abiding Heart Education.  

Please see Complaints and Appeals Policy for further details.

Monitoring and Review 

AHE is responsible for ensuring that appropriate arrangements for monitoring and reviewing the admissions process are in place. 

This policy will be reviewed every year by the Director. 

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Last Reviewed 16 March 2025

Sharing of Recordings and Documents Policy

All the recordings, teachings, artistic training, and  documents made available to you by Abiding Heart (AHE) are created and  shared for your use only. They should not be shared in any way outside of AHE.  This allows for the keeping of privacy and sense of safety of those who have  attended and participated within the container of the teachings with you.

As you understand, classes build on each other. The instructions,  lectures, training, skills, and content of the lessons should be received in person or with  guidance. All of the lectures, teachings, and recordings of all AHE courses are only meant for those who have attended the classes, have received the lectures,  instructions, and training from the teachers.

The student of Abiding Heart Education understands  this ‘Sharing of Recordings and Documents policy and agrees NOT to share any recordings or documents made available to you by AHE.  The student agrees to attend the lessons, participate in discussions, and at times share things that should not be listened to by anyone other than fellow members of the AHE community. The student understands that AHE does not accept or allow the action of sharing any AHE  recordings and documents, from any courses offered, without prior consent.  

Student Wellbeing Policy and Procedure 

The policy was last reviewed: 15 March 2025

AHE courses/workshops/retreats are intended for academic learning and professional career development and it has components of personal/inner growth and self exploration. AHE students' wellbeing policy and procedure has been put in place to support students to learn in a safe environment where they can learn and thrive in the AHE course they are participating in.  The purpose of the student wellbeing policy is:

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• to support students’ academic, professional and personal development 

• to facilitate the transition of students into the Abiding Heart community and their studies, helping them develop an understanding of learning and being in the Abiding Heart environment. 

• to support the academic and personal development of AHE students. The aim is to build a relationship with students that can provide guidance regarding academic progression, pastoral care, and  where possible, signposting to external support services (medical and therapeutic). 

• To be of help during the transition of students into the Abiding Heart community and their academic and art studies, particularly at the beginning of each semester, in the case of the Teacher Education Course, helping them to develop an understanding of learning and being/participating in the Abiding Heart environment. 

• At times events in the student’s life can impact on their capacity to study and engage. It must be clear that pastoral care means providing information, guidance and support, not counselling. 

The Student Wellbeing Coordinator (SWC) or the director, at a time when AHE has not assigned a SWC, and AHE members of staff are responsible for coordinating Abiding Heart’s wellbeing, offering and providing support to students, that may include PEN, the Development Group, individual support meetings with students, and, within reason, be available by appointment to provide a listening ear. 

Teacher Education Course:

As part of the Teacher Education Course, AHE has put the following in place to provide students with ways of supporting students well being and opportunities to process the content of the Course, have time for contemplation, self-reflection, and digestion of teachings in a supportive environment:

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• Induction: Before semester 1, a 2-day induction takes place. The purpose is to induct students academically and in wellbeing-related matters and to build a container in which students can learn and thrive during the course. Please note attendance on all induction days is mandatory. Thereafter, there  will be an induction at the beginning of each semester.  Please also see Induction Policy in Annex I.

• PEN (Physical, Emotional  and Needs) takes place every morning with the whole group. At the start of the first class of the day, each student briefly shares with the group and relevant staff how they feel physically and emotionally.

• Development group is held weekly with the whole group. 

• Speaking partners (peer support): Students are paired and meet regularly for 45 minutes to share their challenges and successes on the course.

• Learning journal consists of individual daily writing of lecture points and personal learning.

• Teaching staff provide one 30-minute individual tutorial for the module they teach. 

• The student wellbeing coordinator or a member of the teaching staff is available by appointment for individual meetings. Teaching staff are available by appointment for individual meetings to discuss non-academic matters. The staff is guided by the following support and boundaries 

  • Help students to feel that they “belong”

  • Encourage students to seek help early

  • Being accessible to students within the boundaries of their role in offering wellbeing support. Please see Student Wellbeing Medical and mental Health Disclaimer

  • Listen to the student who is interested in meeting with the member of staff to discuss their well being difficulty.

  • The member of staff will be clear with the student about the extent of support and level of confidentiality AHE can offer. If the member of staff  thinks there is a risk to the student or to others they are required to raise the Notice of Concern. The aim of the Notice of Concern is to help the concerned student take responsibility and seek the help they require to get better. 

• Learning groups: Small groups  of students that meet regularly for 60-90 minutes to reflect, discuss and digest the content of the lessons. 

• Regular Personal Development Group: the whole group meets regularly with a facilitator (usually teaching staff) to share, reflect and discuss group process and issues.

• Opening and Closing ceremony: Building and dissolving the Course “container”  at the beginning and end of the Course. 

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Student Wellbeing Medical and Mental Health Disclaimer

AHE programmes are intended for academic learning and professional career development and it has components of personal/inner growth and self exploration. AHE programmes are not for clinical purposes. None of the AHE programmes offered are a substitute for professional medical, psychiatric, or therapeutic care, nor are they a substitute for professional medical or psychological treatment. If you have any underlying medical or mental health conditions, consult with your healthcare provider before participating. 

If a student experiences difficulties in themselves through what they meet in the programme or what is happening in their personal or professional life, and if what they are meeting in themselves brings their relation to the course and their future aims into question, they can ask for a confidential conversation with any of the teachers or the Student Wellbeing coordinator. In any event, the student must assume full responsibility for their emotional well-being and mental health. The student understands and agrees that Abiding Heart is an academic environment with a personal development component, that AHE is not a therapeutic environment, and AHE does not have mental health professionals to support students through crisis. Students must take full responsibility for their emotional and mental well-being.  

AHE accept no responsibility for any adverse effects, direct or indirect, that may result from participation in our Courses and engaging with our Courses content in any shape or form, be it on our website, online classroom, attending our in-person programmes, Teacher Education and other courses’ modules and retreats content, or in any of our communications and events, both online and in person. Furthermore, we make no guarantees that any of the programmes content, instructions, advice and practice material we provide will function in any particular way for the participant. By using these, the participant agrees that they use the information entirely at their own discretion.

In the event that engagement with AHE teaching, retreat or adventure events, programmes, advice, or practice materials brings underlying issues to the surface, or reveals some form of mental or emotional disability, we recommend that the participant seeks suitable professional support.

It is important to understand that AHE staff, volunteers, teachers, contractors and subcontractors are not offering, nor qualified to provide professional therapeutic or counselling assistance. AHE cannot and will not operate beyond the limits of its aims to provide educational services in transformational learning. AHE staff, lecturers, contractors, subcontractors, instructors, trainers or facilitators are not trained or licensed to diagnose or treat medical or mental health conditions.  Participants/Students experiencing severe emotional distress, suicidal ideation, or self-harm are encouraged to seek immediate help from a licensed medical professional or crisis service.

Safe Recruitment: Staff, teachers, and volunteers within AHE are in a position of trust. We recognise that it is important that vetting processes are followed when appointing individuals to these positions of trust, to ensure that no one who may pose a risk of abuse or harm is put in such a position.

Self-Responsibility:

Students/Participants are responsible for your own well-being, both physically and emotionally, during all the programmes. Students are fully responsible for their well-being, decisions, and actions during and after attending the AHE programmes. If you are in therapy, going through a difficult life phase, taking medication, or receiving any other form of treatment, please inform us well in advance. We cannot be held responsible for the decisions you make based on the insights you gain or experiences you have during our programmes. You always retain your own responsibility.

Our programmes are of academic nature with aspects of personal development and are not intended to be or replace regular therapy. If you feel the need for extra support or therapy (e.g., in the case of grieving), we recommend you seek professional advice or find a good therapist. 

The participant acknowledges that courses, retreats and workshops or adventures are not a substitute for professional mental health or medical care.  

The participant understands that confidentiality is subject to limitations for safety and legal requirements.  

The activities during the programmes are not intended to replace therapy. Always discuss physical and/or mental complaints with a qualified doctor. The participant is asked to always report specific complaints before the retreat. 

Informed Consent:

The participant should make an informed decision about their participation in the programmes, taking into consideration their mental and physical health, and any existing conditions that may affect their ability to engage fully.

Consultation:

If a participant is currently under medical or psychological treatment or therapy, they need to consult with their healthcare provider or therapist to ensure that participation in these programs is appropriate for them.

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Release of Liability:

By participating in our programmes, the participant agrees to release our organisation, facilitators  and contractors from any liability for injuries, losses, or damages that may occur during or as a result of their participation. The participant voluntarily assumes all risks associated with these programmes.

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Emergency Contact:

In the event of an emergency, we will make reasonable efforts to contact the person you designate as your emergency contact. Please provide accurate emergency contact information in the subscription forms.

Notice of Concern Policy and Procedure for Long Course, i.e., Teacher Education Course and Foundation Studies

Step 1:

 A member of staff who has a concern about the wellbeing of a student they first will:

• Raise any concerns with the student directly (in a confidential space). Students in difficulty often find it hard to ask for help so they will usually welcome a member of staff’s inquiry. 

• When talking with a student, the member of staff will do their best to listen to what the student tells them and reflect back to the student what they understand. The member of staff will acknowledge the feelings behind what the student has told them but the staff will be clear about the boundaries of their role.

• Take a bit of time (if the student is not in crisis or the concern is not an emergency) to consider how best to address the concern

• In terms of supporting a student: A student may have a range of concerns and it can be useful for the member of staff to help them to prioritise one action to start with. 

• The member of staff will 

• The member of staff will check whether the student is already seeing a counsellor or a GP/doctor and if they are,  the staff will encourage them to make contact.

• Sometimes the student will need the support of a member of staff to visit the services they require. Follow-up with them later to check that their needs have been met.

• If the student refuses to seek help despite the member of staff’s encouragement,  staff will not be able to force them to seek help, but if the member of staff thinks there is a risk to the student or to others they must raise a Notice of Concern and record in the meeting notes and place in the student’s file. 

• The member of staff must record in the Student’s file their observations of the concerns they have of the students and any actions have been taken. 

• If the student is distressed or behaving strangely the member of staff will raise a Notice of Concern. 

• If the member of staff is still concerned, they will complete a Notice of Concern Form

• The member of staff will keep a written record of the meeting. The member of staff will  document the meeting in the form of an email to the student and this will then be pasted into the student’s file. We aim to keep our approach transparent to the student and reinforce any actions that the student has agreed, avoiding any misunderstandings after.

•  Recording brief notes on the member of staff’s meetings with students will:

  • Ensure coordination of pastoral care

  • Reduce risks to the student and AHE

  • Provide a record of AHE services to students to use in investigating complaints etc

  • Help member of staff remember key issues when they next see the student

  • What is recorded:

    • Record summary of situation, outcomes and action plan

    • Record of facts rather than opinions, actual behaviours not interpretation

Step 2: 

A member of staff exhausted step 1 or feel that the concern is serious enough to activate the Notice of Concern is required to bring their concern about a student it to the attention of the student wellbeing coordinator or the director by completing the Notice of Concern Form and submitting it to the students well being coordinator or director. The following are a few examples (but not exhaustive) of possible signs of a well being concern student: 

• Peculiar behaviour of a student over a period of time like being completely disengaged; disruptive; uncontrolled bouts of crying or laughter

• A student bring their emotional state to the awareness of the staff like having suicidal thoughts

• A member of staff has been alerted to certain worries that a student may have that the staff feel is a concern

• The student has no awareness of the impact they have on other students through their behaviour and the student is not being able to reflect on it

• The student consulted with a mental health professional and being attested that the emotional difficulties need to be treated outside the course container

• Notice over a period of time changes in the student’s performance, behaviour or appearance but be careful not to make assumptions

• Concerns raised by other students, colleagues or parents, bearing in mind confidentiality requirements

• If a member of staff is in doubt about whether concern is warranted, they still  need to raise a Notice of Concern

Once a Notice of Concern is raised, a wellbeing committee is then formed. The students wellbeing committee is made of the wellbeing coordinator and or director, and one or two members of staff who teach the student of concern. It can be, the teacher who completed the form, the main teacher teaching at the time and some of the permanent staff, such as, the meditation teacher, admissions coordinator and the language teacher. 

The concern is then discussed in the student wellbeing committee meeting which is called upon the raising of the Notice of Concern Form and a response on how to proceed with the concern is then agreed on. If the concern is deemed urgent or an emergency, in which case the committee refers to the procedure of dealing with a student who is in emotional crisis. If the concern is not deemed urgent, the committee decides on who will meet with the student to discuss the concern.

Meeting with the student

When the member of staff meets with a student they should:

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• meet in a confidential setting, ensuring both the student and you feel comfortable with the location and time 

• discuss progress towards their objectives

• invite the student to discuss any issues of concern 

• notice changes in performance, behaviour or appearance

• listen to what they tell you and reflect back what you understand

• acknowledge the feelings behind what they have told you

• take time to consider the student's needs and any risks

• signpost to external services that may be able to address their needs

• confirm the agreed actions in an email to the student

• record this in the Student’s Notes file. 

• follow-up (by email, message, call or whatever means has been agreed) to check the students have been taking responsibility towards meeting their needs.  

• Share the report with the Notice of Concern committee and set up a follow up meeting 

• After the meeting with the student, the member of staff in the committee meet to discuss the student report, discuss and agree on the next step. If the committee agrees that it is beyond the scope of Wellbeing support AHE offers and/or the student is not able to take responsibility for their well being, then the Fitness to Study Policy and Procedure comes into effect and the Notice of Concern Procedure comes to an end. 

If a student refuses help

• Sometimes a member of staff may be aware of a student’s concerns but the student refuses to discuss them or refuses to seek out any help to resolve them. 

• If the student refuses to seek help despite the member of staff’s encouragement AHE understands that the student is responsible for their well being and they will not force the student to seek help unless it is an emergency. In case of emergency, the emergency services will be contacted. 

• If a student is already seeing a counsellor or a doctor the member of staff will encourage the student to get in touch with them. If the student’s concern is not improving and the Committee have reasons to believe that student’s condition is impacting the students, other students, staff or the smooth running of the Course, they will ask the director to put into action the Fitness to Study Policy and Procedure 

• If the student refuses a meeting, the member of staff in the committee meets to discuss the student’s refusal and agree on the next step. If the committee agrees that it is beyond the scope of Wellbeing support AHE offers and/or the student is not able to take responsibility for their well being, then the Fitness to Study Policy and Procedure comes into effect and the Notice of Concern Procedure comes to an end. 

Confidentiality

• It is not uncommon for staff to be contacted by parents or friends who are worried about a student. While it is useful to listen to and acknowledge their concerns, AHE will not disclose personal information to third parties without the consent of the student. 

• In some circumstances we are unable by law to maintain confidentiality when there are cases where there is a risk of harm to the participant or others.  

Managing a Student’s Emotional Crisis Procedure

There will be times when a student crisis is beyond Abiding Heart’s professional scope and professional ability to respond. Please refer to the AHE Medical and Mental Health Disclaimer for the scope and boundaries of emotional support  provided by AHE to students. 

When a student is in crisis or distress: 

When a student is in crisis or in distress, AHE wellbeing coordinator or a member of staff will do their best to:  

• Call 111 and select the mental health option to get advice 

• Call 999 or go to nearest hospital A&E (Dumfries hospital is the nearest to the AHE Centre)

• Contact the student’s emergency contact to help the student get the care they need.

• Try as much as they can to keep the student safe and be with them until emergency services or emergency contact arrives

• Keep the other students in the loop of what is happening and why, without compromising confidentiality and privacy of the concerned student 

• In case of international students: International students must have travel and medical insurance when attending a course at AHE. They must submit a scanned copy of insurance information and the information of their embassy 

• In case of UK resident student: Help student contact their GP for an emergency appointment, hospital or mental health professionals 

Responding to Calls from Third Parties Student Confidentiality

AHE policy about protecting student confidentiality while responding sensitively to the concerns of parents, carers and other third parties. Staff will inform the caller that:

• Abiding Heart Education’s policy on Data Protection prohibits the disclosure of an individual’s information except in certain situations, we are unable to give any information to anyone about a student either applying for a place at the Institute or a student currently studying at the Institute, without that student’s express permission.

• Offer information about Abiding Heart Education policies, procedures and support services.

• Speak hypothetically about student situations and how we would help.

• It may be also useful to suggest they discuss the issue directly with the student

• In emergency situations theoretically explain how we are able to try to pass a message on to students. It should be made clear that this may not be possible, and take care not to inadvertently confirm that the student is enrolled at the Course.

• A staff member will not:

  • discuss a student with any third party without their explicit permission.

  • Share ANY student contact details or ANY information regarding a student’s situation or academic progress.

  • Accept complaints or feedback on behalf of the student as they must lodge these themselves.

  • Offer a call back to update on the situation. Advise that if an emergency situation arises we have next of kin details on file.

Policy and procedure last reviewed: 14 March 2025

Guidance for Students on Sexual Harassment

If you have been affected

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If you have been affected by sexual assault, sexual harassment or rape, it is not your fault. This can happen to anybody regardless of whether you are a man, woman, straight, gay, bisexual or transgendered.

You don’t have to tell anybody anything if you don’t want to. It is your choice.

If you would prefer to speak to somebody outside the Institute, we recommend a local support service which provides free and confidential advice 24 hours, seven days a week after rape and sexual assault.

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What you need to know

• if you think you have been given any type of drug, it is best to be tested within 24 hours

• if you need emergency contraception, medication should be started within 72 hours

• if you would like HIV prevention drugs, medication should be started within 36 hours

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Any forensic evidence collected can be stored whilst you decide what to do next.

What you can do

Everybody reacts differently to any situation. You shouldn’t feel under any pressure to respond in a particular way.

If you want to, you could:

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• discuss the incident and options with the well being coordinator or director 

• report the incident directly to the Police.

What we can do to help

Everyone needs different types of support. We will try and give you support that is suitable for you but only if you want it.

Depending on the situation we may be able to:

• arrange transport to the police or to hospital

• inform other AHE staff about your situation on your behalf

What is sexual harassment

Sexual harassment can come in many forms including: unwanted touching; stalking; degrading remarks or jokes; and sexually inappropriate or offensive communication sent via social media including the displaying of sexual inappropriate material (such as posting of images, videos, comments or links that could be regarded as offensive).

It is a criminal offence if someone touches you with sexual intent if you have not consented to such touching and if the person carrying out the offence does not reasonably believe that you consented. A person consents to something if that person ‘agrees by choice and has the freedom and capacity to make that choice’ (Sexual Offences Act 2003).

We are committed to providing an environment where all students and employees are treated with dignity and respect, free of victimisation, bullying or harassment. We will not tolerate any form of sexual assault or harassment and incidents of this nature may be dealt with via the Disciplinary Procedures.

Guidance for staff if a student reports sexual assault or harassment

Our commitment to dignity and respect

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We are committed to providing an environment where all students, employees and volunteers are treated with dignity and respect, free of victimisation, bullying or harassment. We will not tolerate any form of sexual assault or harassment. This includes sexual violence (including rape); unwanted touching; stalking; degrading remarks or jokes; and sexually inappropriate or offensive communication sent via social media including the displaying of sexual inappropriate material (such as posting of images, videos, comments or links that could reasonably be regarded as offensive). 

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If a student reports being sexually assaulted or harassed at Abiding Heart centre

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• call the Student Wellbeing Coordinator (number) or the director for guidance

• reassure the student that they are safe and provide them with privacy, water etc

• believe the student and do not ask any detailed questions

• give the student time and space to think, settle down and make decisions

• listen carefully to what they want to do and respect those decisions. This is crucial in re-establishing a sense of autonomy

• if there are any serious injuries, contact the SWC/Director who will call an ambulance or take the student to A&E for medical treatment

• ask the student if they know whether or not they want to report to the police

  • if yes, together call the relevant number

  • if no, or they are unsure, suggest they call the support for sexual assault victims  for medical, emotional and practical support. 

• ask about social support

• does the individual have friends and family, have they disclosed to them or do they intend to disclose to them?

• is there anyone they would like you to contact for them?

• provide contact details for (organisation that support assault victims)

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Complaints and Grievance Policy and Procedure

1. Definitions and scope

1. The purpose of the Complaints and Grievance Procedure is to set out the means by which students and staff of Abiding Heart Education, who believe that they have grounds for complaint or who are in conflict with another student or staff may have their concerns investigated and a satisfactory mutual resolution sought.

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2. Scope:

Complaints about any form of discrimination, bullying, harassment or victimisation will be dealt with under Anti Bullying and Harassment Policy and Procedure;

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Issues covered by other specific procedures, such as Academic Assessment, will not be dealt with under this policy;

Formal complaints made about the behaviour of a member of staff will be managed under the Staff Disciplinary Policy, following the principles set out in AHE’s Anti-Discrimination and Non-Harassment Policy;  

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Formal complaints made about the behaviour of a student will be managed under the Students Discipline/Behavioural Management Policy and Procedure, following the principles of the Anti-Discrimination and Non-Harassment Policy; 

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Informal complaints made about the behaviour of a student will be managed under the informal stage of this policy;

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Informal complaints made about the behaviour of a member of staff will be managed under the informal stage of this policy;

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3. Abiding Heart Education defines a student complaint as:

a. An expression of dissatisfaction levelled by a student against a service or facility of AHE. Examples of what can be complained about under this policy include the following: Abiding Heart’s learning service; Information about Abiding Heart’s learning service; Teaching or supervision; Facilities;

b. Difficulties with other course members:

We assume that students in the course are able to handle their own interpersonal differences and have access to sources of help outside the course. If anyone experiences problems arising between them and another course member the first step should alway be to attempt to address and resolve the matter face-to-face with the person concerned. If this fails the complainant can ask a teacher or member of staff to act as a facilitator for them in a conflict resolution process. If these informal and formal procedures fail, the complainant can write to the Director of Abiding Heart Education, specifying the problem and what remedy they seek. The Director mandated to receive and resolve complaints, will then consider the complaint according to the Complaint Procedure described in the previous section, and communicate their judgement to all concerned. 

If the course member experiencing difficulties with another thinks that the matter is a wider course concern they are welcome to share this with a teacher to get the teacher’s reflection on the issue. If both teacher and student decide that it is an issue for the whole student group, the course staff will make space for the student to raise their concern in an open course meeting. 

c. Difficulties between students and AHE staff:

If you have problems with a member of staff, or concerns about teaching or tutoring, harassment and any form of unacceptable            behaviour, we encourage you to speak with them as soon as possible and try to resolve it. If this is not possible for whatever reason or if you are unable to find resolution after a conversation with the member of staff concerned you are encouraged to share the issue with  another member of staff that you feel comfortable with. If a resolution is still not found you may bring the matter to the attention of the    College of teachers in writing. The Director mandated to hear and resolve complaints will then help you and the staff member concerned to find the best possible solution according to the Abiding Heart education Complaints procedure. 

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d. For the purpose of this policy and procedure a student is defined as an applicant who has been accepted to study at Abiding Heart  Education, or an alumni who has been registered with AHE within the last three months. 

4. Abiding Heart Education has adopted a two stage process for dealing with complaints, which is intended to provide a clear means of resolution to the satisfaction of all parties.

It is fundamental to Abiding Heart Education that the work carried out within and under its name is done from a standpoint of self responsibility, good will and respect for others. This attitude is essential in any effort to find resolution and healing in situations of conflict or dissatisfaction. 

Throughout the Abiding Heart’s programmes there are opportunities to give and receive feedback on one’s professional, social and personal capacities and limits, and to review and evaluate all aspects of the Course. There are regular individual, small and large group reviews throughout the education courses, and individual tutorials and written evaluations and assessments, through which the process of self, peer, trainer and course assessment can take place. Faculty members meet regularly to review and plan the Course. There is an open invitation to all staff and students to ask another staff/trainer for a private conversation as needed. 

Opportunities for self development and transformation are built into the course design. It asks students to engage with each other on a deep existential level. Inevitably then there will be time in the course when students or staff meet difficulties within themselves and/or in their relationships with others. 

It is basic to the understanding of the course that each person is willing and able to take responsibility for their own process and so find the necessary means and ways that they can work with and through what they meet in themselves. If a person does experience difficulties in themselves through what they meet in the course or what is happening in their personal or professional life, and/or if what they are meeting in themselves brings their relation to the course and their future aims into question they can always ask for a confidential conversation with any of the teachers. 

For the purpose of this procedure a student is defined as an applicant who has been accepted to study at Abiding Heart Education, or an alumni who has been registered with AHE within the last three months.